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ITHE  FOREIGN  LANGUAGE 
SCHOOL  QUESTION 


AN  ADDRESS  TO  THE 


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HONOLULU  SOCIAL  SCIENCE  ASSOCIATION 

NOVEMBER  8,    1920 

By  LORRIN  A.  THURSTON 

[Reprinted  from  The  Pacific  Commercial  Advertiser  of  November  10  to  14,  1920] 


And  Also 


BILL    PROPOSED    BY    CERTAIN    JAPANESE   RESIDENTS 

AND  RESOLUTION   OF  HONOLULU  CHAMBER  OF 

COMMERCE   APPROVING  THEREOF 


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The  Language  School  Question 


For  the  past  two  years  or  so  there  has  been  discussion  in  Hawaii 
of  the  abolition  or  regulation  of  "language  schools,"  meaning  those 
conducted  in  languages  other  than  English.  An  attempt  to  regu- 
late them  failed  at  the  last  legislative  session. 

The  subject  has  now  come  to  a  renewed  focus  through  the  publi- 
cation of  a  bill  drafted  by  the  Attorney  General,  to  be  submitted  to  the 
Legislature  for  enactment,  which,  in  effect,  abolishes  all  language 
schools. 

Reasons  for  Protest  Against  Suppressing  Schools 

I  approve  of  the  proposition  to  ''regulate"  these  schools;  but  a3 
an  American  citizen,  from  an  American  standpoint,  I  protest  against 
the  enactment  of  this,  or  any  other  bill  which  directly  or  indirectly 
suppresses  them. 

The  following  are  the  reasons  for  this  protest: 

The  avowed  object  of  the  Attorney  General's  bill  is  to  crush  the 
schools  now  being  taught  in  the  Japanese  language.  The  object  is 
not  stated  directly  in  the  bill.  It  is  accomplished  by  indirect  means; 
but  the  Japanese  are  singled  out  to  be  discriminated  against,  as  ef- 
fectively as  though  named. 

The  Japanese  did  not  come  here  of  their  own  accord.  We  not 
only  invited  them  to  come,  but  actually  recruited  them,  as  agricul- 
tural laborers,  paying  the  passages  of  thousands  of  them. 

We  made  no  stipulation  that  they  should  return  home  at  the  end 
of  their  term  of  service.  On  the  contrary,  we  held  out  inducement? 
to  them  to  stay,  and  were  glad  when  they  did  so. 

Reasons  for  Increase  of  Children 

Their  children  have  increased  beyond  expectation.  It  is  not  their 
fault  that  this  is  so.  We  sought  this  very  result  by  stipulating  from 
the  very  beginning  of  the  immigration,  that  25  per  cent  of  all  immi- 
grants should  be  women.  They  were  a  picked  lot — young  and  vig- 
orous and  unversed  in  the  philosophy  of  birth  control;  and  nature 
has  taken  its  course. 

We  did  all  this  primarily  for  our  advantage,  not  their  benefit. 

They  fulfilled  their  agreements.  We  profited  and  they  pros' 
pered.  Hawaii  has  developed  marvelously — far  more  than  would 
have  been  possible  without  their  help. 

tBut  for  them,  we  would  now  be  facing  a  disastrous  labor  shortage 
They  knew,  and  now  know,  no  language  but  their  own. 
We  gave  their  children  free  education  in  English  in  the  public 


507770 


schools,  which  their  parents  gratefully  and  unanimously  accepted. 
All  Japanese  children  are  now  attending  public  or  private  school? 
taught  in  English. 

The  immigrants  were,  and  are,  proud  of  their  children's  advance- 
ment; but,  not  themselves  knowing  English,  they  naturally  wanted 
their  children  to  be  able  to  speak,  read  and  write  their  mother  tongue. 
We  can  realize  the  reasonableness  and  naturalness  of  this  desire  by 
imagining  ourselves  residents  of  Japan  under  like  conditions. 

Americans  Helped  Establish  Language  Schools 

We  recognized  the  propriety  of  this  desire,  and  in  scores  of  places 
the  sugar  plantations  and  others  have  contributed  land  and  build- 
ings, and  in  some  instances  money,  not  only  to  language  schools,  but 
for  both  Christian  and  Buddhist  churches  and  establishments  as  well, 
the  pastors  and  priests  of  which  were  the  chief  promoters  of  such 
schools. 

This  friendly  and  even  generous  attitude  is  one  of  the  factors 
largely  responsible  for  the  kindly  relations  which  have  existed  be- 
tween the  races  in  Hawaii.  So  pleasant  have  these  relations  been 
that  we  have  prided  ourselves  on  being  the  living  refutation  of  Kip- 
ling's dictum  that  "The  East  is  East  and  the  West  is  West,  an<y 
never  the  lA^ain  shall  meet." 

Objection  to  Language  Schools  Only  Recent 

No  public  and,  so  far  as  I  am  aware,  no  private  objection  was 
made  to  the  language  schools,  or  to  assistance  given  Buddhist 
churches,  except  by  a  few  representatives  of  other  creeds,  until  com- 
paratively recently. 

The  world  around  Hawaii  has  become  known  as  the  place  where 
different  races  "dwell  together  in  unity,"  and  where  the  Oriental  is 
given  full  social,  business  and  political  recognition,  depending  only 
upon  individual  qualifications. 

Now,  h'>wever,  although  we  have  not  arrived  at  the  status  of  some 
American  communities,  where  no  meeting — political,  philanthropic 
or  patriotic— appears  to  be  complete  without  the  passage  of  an  anti- 
Japanese  resolution,  there  is  a  continuously  reiterated  intention  to 
"smash  tht  language  schools"  (meaning  the  Japanese  schools)  and 
discredit  the  Buddhist  priests  (meaning  the  Japanese  Buddhists). 

Cause  of  Changed  Attitude 

Why  this  change? 

I  have  given  this  subject  much  thought,  and  as  I  size  up  tht 
situation,  it  is  not  primarily  an  anti-Japanese  or  even  an  anti-oriental 
manifestation. 

It  appears  to  me  to  be  an  outgrowth  of  the  war — an  aftermath 
of  just  resentment  against  the  propaganda  and  machinations  of  Ger- 


I 


many  and  the  Germans  against  America  and  Americans,  which  was 
expressed  yn  the  sinking  of  ships,  explosions,  incendiary  fires  and 
conspiracies,  to  prevent  Americans  from  exercising  their  lawful  right 
to  sell  supplies  to  the  Allies. 

This  course  of  conduct  on  the  part  of  the  Germans  was  largely 
conducted  through  or  stimulated  by  the  German  language  press  and 
teachers  of  German  nationality,  more  particularly  in  some  of  the 
colleges. 

It  took  some  time  to  convince  the  people  of  the  United  States 
that  the  Germans  were  capable  of  such  atrocious  conduct,  and  longer 
still,  that  a  murderous  campaign  was  being  waged  against  them  by 
the  German  government. 

The  Campaign  Against  German  Treachery 

When  these  facts  were  finally  realized,  however,  a  wave  of  re- 
sentment swept  over  the  country  which  found  expression  in  the 
eradication  of  everything  savoring  of  Germany — ownership  of  prop- 
erty, conduct  of  business,  social  relations,  language  press  and  schools* 
— even  to  the  discontinuance  in  colleges  of  the  study  of  the  German 
language.     These  were  war  measures. 

So  deep,  however,  was  the  indignation  excited  by  the  course  of 
the  Germans  referred  to  that  it  has  resulted,  since  the  war  was  over, 
in  the  advocacy,  and  in  some  cases  the  adoption,  of  drastic  measures 
designed  to  prevent  the  recurrence  of  such  conditions  and  conduct  in 
the  future. 

With  this  object  in  view  a  determined  effort  has  been  made  in 
some  sections  to  root  out  and  destroy  the  medium — the  German  lan- 
guage— through  which  the  hostile  campaign  and  propaganda  was 
conducted.  One  mode  of  procedure  has  been  to  prohibit  foreign 
language  schools. 

In  this  form  the  movement  has  appeared  in  Hawaii.  The  belief 
in  its  necessity  has  been  intensified  by  the  recent  strike  of  the  Jap- 
anese plantation  laborers,  which  was  accompanied  by  more  of  a  na- 
tional spirit  of  solidarity  among  the  Japanese  than  had  theretoforf 
been  manifested. 

Increase  of  Japanese  Children 

A  secondary  reason  for  the  proposal  to  abolish  language  schools 
is  the  great  and  rapid  local  increase  of  children  of  Japanese  parent- 
age, who  are  American  citizens  and,  when  of  age,  will  be  voters, 
eventually  holding  the  balance  of  power,  if  not  the  control  of  th^ 
electorate. 

Origin  of  Language  Schools 

Earlier  m  the  history  of  the  Japanese  in  Hawaii,  this  phase  of 
the  question  received  no  consideration,  for  the  reason  that  they  did 


not  come  to  remain.  They  were  transients — seeking  to  make  some 
money  and  return  home.  The  children  were  few,  and  most  of  them 
went  with  their  parents  to  Japan  when  they  returned  there,  which 
most  of  them  did. 

Under  these  circumstances  they  were  to  be  Japanese  citizens  and 
live  in  Japan.  Their  school  curriculum  was  formulated  accordingly. 
Their  course  of  study  was  no  local  concern,  and  no  local  attention 
was  given  to  it. 

As  time  went  on,  however,  a  steadily  increasing  proportion  of  th<» 
Japanese  immigrants,  finding  conditions  congenial,  remained  perma- 
nently in  Hawaii,  and  their  children  evolved  from  probable  Japanese 
to  actual  American  citizens  and  potential  voters. 

This  changed  status  and  outlook  gradually  developed  the  feeling 
that  the  course  of  study  befitting  a  Japanese  child,  temporarily  resi- 
dent in  a  foreign  country,  was  not  suitable  for  an  American  citizen, 
eventually  to  become  a  voter. 

Objection  to  Schools  First  Recognized  by  Japanese 

The  incongruity  of  a  purely  Japanese  education  for  an  American 
child  was  recognized  by  the  local  Japanese  community  even  before 
the  point  was  raised  by  the  Americans.  Formal  announcement  was 
made  by  the  language  school  authorities  of  a  change  of  school  policy, 
the  statement  being  made  that  whereas  under  former  conditions  the 
school  course  was  designed  to  train  the  children  to  fit  them  as  Jap- 
anese subjects,  upon  their  return  to  Japan,  now  that  the  policy  of 
returning  to  Japan  had  practically  ceased,  and  the  children  would 
remain  in  Hawaii,  the  course  would  be  amended  to  train  them  as 
American  citizens,  while  still  making  the  primary  object  the  teaching 
of  the  Japanese  language.  In  conformity  with  this  announcement, 
a  change  was  made,  not  only  in  the  course  of  study,  but  in  the  school 
text-books  as  well — all  this  from  within  the  Japanese  community, 
before  agitation  of  the  subject  by,  or  pressure  from,  Americans. 

This  was  the  state  of  affairs  when  the  great  war  and  the  German 
campaign  focussed  attention  upon  the  subject — as  above  set  forth. 

Root  of  Opposition  to  Schools  Laudable 

The  root  of  the  spirit  actuating  the  move  to  abolish  language 
schools  is  a  laudable  one.  It  evidences  a  determination  to  maintain 
the  hard-won  principles  of  freedom  which  the  American  form  of  gov- 
ernment personifies — a  resolve  to  protect  those  principles  by  meas- 
ures of  prevention  as  well  as  of  cure,  by  training  the  children  to  a 
single  allegiance,  and  that  allegience  American. 

With  this  object  and  intent  there  can  be  no  quarrel.  It  is  a 
hopeful  sign  that  "government  of  the  people  shall  not  die." 

But  I  am  unable  to  agree  that  fidelity  to  and  support  of  the  prin- 


ciple  involved  requires  such  an  extreme  measure  as  the  abolishing 
outright  of  the  Japanese  schools. 

Effect  of  Abolition  Reverse  of  That  Intended 

On  the  contrary,  I  believe  that  such  measure  will  have  the  exact 
opposite  effect  from  that  so  patriotically  and  sincerely  intended. 

The  reason  given  for,  and  I  believe  the  sincere  motive  actuating 
the  supporters  of  the  prohibition  measure,  is  the  desire  to  secure  the 
Americanization  of  the  Hawaiian-born  children  of  Japanese  parent- 
age, who  are  citizens,  so  that  there  may  be  no  danger  of  "hyphen- 
ated allegiance"  on  their  part,  if  ever  their  whole-hearted  American- 
ism is  put  to  the  test. 

Surely,  this  is  a  laudable  motive,  and  a  valid  reason  for  enact- 
ment of  the  measure,  if  the  facts  warrant  the  conclusion  that  the 
measure  is  necessary  to  secure,  and  will  secure,  the  desired  result. 

Prime  Object  Sought  is  Americanization 

The  prime  object  sought,  however,  is  the  Americanizing  of  these 
young  citizens — and  if  the  proposed  measure  will  not  accomplish  this 
end,  and  especially  if  it  bids  fair  to  produce  the  opposite  effect,  then 
the  good  motive  does  not  redeem  it.  We  have  recently  had  a  painful 
illustration,  on  the  national  stage,  of  the  fact  that  a  high  ideal,  in  and 
of  itself,  is  insufficient  to  accomplish  results,  and  is  foredoomed  to 
failure  unless  it  can  be  combined  with  practical  measures  which 
receive  the  support  of  the  parties  in  interest. 

Before  considering  the  probable  effectiveness  of  the  remedy  pro- 
posed, let  us  analyze  the  present  status  and  attitude  of  the  parties 
to  the  issue : 

As  I  understand  the  facts,  the  conservative  Japanese  in  Hawaii 
recognize  the  propriety  of  the  object  in  view,  viz.,  that  embryo 
American  citizens  should  have  an  American  education  under  Amer- 
ican environment  and  influence.  They  admit  that  local  school 
authorities  should  have  regulative  power  over  all  schools;  their 
hours,  sessions,  curriculum,  teachers  and  administration. 

All  they  ask  is  that  reasonable  opportunity  be  given  their  chil- 
dren to  learn  to  intelligently  speak,  read  and  write  the  Japanese 
language. 

Radical  Change  in  Attitude  of  Japanese 

This  is  a  radical  change  from  the  attitude  which  the  Japanese 
took  two  years  ago. 

Why  the  change?    Is  it  a  case  of  "Greeks  bearing  gifts"? 

I  have  put  this  question  to  several  of  the  most  representative 
and  conservative  Japanese  of  the  city,  and  their  reply  was  that  when 
the  question  was  up  before,  it  was  comparatively  new  to  most  of 


8 

them;  that  the  prevailing  opinion  was  that  it  evidenced  prejudice 
against  thenr,  and  their  natural  impulse  was  to  resist. 

That  during  the  interval  they  had  given  the  matter  careful  con- 
sideration and  had  come  to  the  conclusion  that  there  was  good 
ground  for  opposition  to  the  language  schools  as  now  conducted ; 
that  they  sincerely  wished  to  cooperate  with  the  Americans  and  put 
the  schools  upon  a  basis  satisfactory  to  the  latter,  and  as  evidence  of 
sincerity  that  their  real  object  was  economic  and  to  give  a  knowledge 
of  the  language,  and  not  political,  were  willing  that  complete  regulative 
power  be  given  the  Board  of  Education,  upon  the  sole  understanding 
that  the  powers  conferred  were  to  be  exercised  in  good  faith  as  regu- 
lative, and  not  as  a  cover  for  practical  prohibition  under  the  form  of 
regulation. 

Good  Faith  on  Both  Sides  Kequired  JHfll 

The  suggested  substitute  measure  calls  for  good  faith  upon  bom^. 
sides.  Good  faith  on  the  part  of  the  language  school  authorities 
that  they  will  in  fact  cooperate  to  make  the  language  schools  simply 
a  medium  of  teaching  the  Japanese  language,  and  not  of  political 
propaganda.  Good  faith  on  the  part  of  the  Board  of  Education  that 
they  will  not  abuse  the  regulative  powers  conferred  upon  them. 

We  have  confidence  in  our  own  good  faith.  Results  and  not 
controversy  are  what  we  want. 

The  Japanese  have  come  a  long  way  toward  us  in  this  proposi- 
tion. 

Is  it  not  worth  our  while  to  take  them  at  their  word,  and  give 
their  assurances  of  cooperation  and  good  faith  a  trial? 

Agreement  as  to  Principle — DifTerence  Only  as  to  Method 

There  appears  to  be  no  difference  between  the  parties  concern- 
ing the  main  principles  involved.  The  only  difference  appears  to 
relate  to  the  method  of  carrying  the  principle  into  effect. 

On  the  one  side  it  is  claimed  that  the  education  of  an  embryo 
American  voter  should  be  along  such  lines  as  to  instill  in  him  the 
spirit  of  Americanism  as  well  as  the  knowledge  of  American  insti- 
tutions, government  and  language. 

On  the  other  side,  it  is  admitted  that  this  claim  is  sound. 

On  the  one  side  it  is  claimed  that  the  text-books  used  should  be 
such  as  will  tend  toward  the  object  In  view. 

Again,  the  other  side  acquiesces  in  this  view.  It  claims  in  retur 
that  the  text-books  now  in  use  in  the  language  schools  are  of  thi 
character,  and  were  especially  compiled  to  meet  this  very  point. 

It  goes  further  and  says:  "If  the  Hawaiian  school  authorities 
think  that  other  text-books  better  fitted  to  accomplish  the  purpose 
can  be  compiled,  let  us  have  them  and  we  will  use  them  instead — 


I 


translate  outright  the  books  used  in  American  schools  if  you  will, 
and  we  will  use  them." 

Qualifications  of  Language  School  Teachers 

On  the  one  side  it  is  claimed  that  the  teachers  should  be  schooled 
in  Americanism,  acquainted  with  American  institutions  and  able  to 
speak  English. 

Again  this  is  admitted,  in  principle,  by  the  other  side ;  but  it  is 
pointed  out  that  the  number  of  persons  competent  to  teach  Japanese, 
who  possess  the  other  qualifications  named,  is  so  small  that  to  im- 
mediately and  rigidly  enforce  this  point  would,  in  eft'ect,  abolish  the 
language  schools. 

They  therefore  ask  for  reasonable  time  in  which  to  enable  the 
language  schools  to  comply  with  this  requirement,  and  that  the 
policy  be  administered  with  discretion  and  in  a  spirit  of  fairness  and 
toleration,  so  as  not  to  accomplish  indirectly  what  is  waived  directly. 

They  go  further  and  do  not  object  to  regulation  of  the  time  of 
day,  or  the  number  of  hours  a  day,  that  the  language  schools  shall 
be  in  session,  nor  to  any  other  regulations  which  are  reasonably 
regulative  and  not  indirectly  prohibitive. 

Americanizing  the  Text  Books 

It  may  be  suggested  that  the  Americanizing  of  the  text  books 
has  been  inefficiently  done,  and  that  they  still  contain  more  Japan 
than  United  States.  This  is  true;  but  it  must  be  remembered  that 
they  are  a  first  effort,  made  by  the  Japanese  themselves,  and  that 
no  amended  version  or  constructive  criticism  or  suggestion  has 
been  offered  by  Americans.  Moreover  a  complete  reply  to  the  sug- 
gestion is  that  the  present  proposition  is  to  let  the  Board  of  Edu- 
cation prescribe  in  toto  what  the  text  books  shall  contain. 

It  does  seem,  under  these  circumstances,  that  the  advocates  of 
the  two  sides  of  this  question  are  not  far  apart,  and  that  if  there 
is  mutual  good  faith  and  sincerity  of  purpose,  a  working  basis 
should  be  arrived  at. 

Claim  Japanese  Will  Not  Make  Good  Citizens 

The  advocates  of  abolition  take  the  stand,  at  this  point,  that 
the  foregoing  program  of  regulation  "reads  well",  and  may  be 
theoretically  sufficient;  but  that  no  regulations  will  be  effective 
unless  the  language  school  teachers  act  in  good  faith  and  that  they 
will  not  so  act;  that  the  present  alleged  Americanized  text  books: 
are  nothing  of  the  sort;  that  half-way  measures  will  be  ineffective; 
that  the  only  way  to  secure  a  satisfactory  result  will  be  to  "go  the 
limit"  and  have  it  over  with.  They  further  claim  that  the  Japanese 
are  so  inherently  Oriental  that  they  will  not  and  cannot  make  loyal 


10 

American  citizens;  that  we  might  as  well  recognize  this  fact  and 
act  accordingly  instead  of  cozening  them. 

In  other  words,  they  argue  that  the  time  for  discussion  has 
passed  and  that  the  time  for  strong  action  has  arrived. 

Coming  back  to  the  original  proposition  that  the  prime  object 
of  the  measure  is  to  "Americanize"  the  citizen  child  of  foreign 
parentage.  That  is  to  say,  the  ultimate  object  is  not  to  give  the 
child  an  English  education  but  thru  the  medium  of  an  education 
in  that  language  to  obliterate  the  line  of  race  cleavage  and  preju- 
dice, saturate  him  with  American  principles  and  make  him  one 
with  us. 

It  is  urged  that  the  best  way  to  accomplish  this  worthy  pur- 
pose is  to  prohibit  the  child  from  attending  a  school  where  Japan- 
ese is  taught. 

How  Prohibition  Will  Be  Enforced 


Let  us  consider  a  moment,  what  this  proposition  involves. 

As  a  law  without  a  penalty  for  its  infraction  has  no  force,  there 
must  be  punishment .  provided  for  violation — a  fine  for  example ; 
and  if  the  fine  is  not  paid,  it  naturally  follows  that  there  must  be 
imprisonment  until  it  is  paid  or  worked  out  at  the  statute  rate  of 
$1  per  day.  Whether  the  penalty  will  be  exacted  from  the  parents, 
the  teacher  or  the  child,  or  all  three,  will  rest  in  the  discretion  of 
the  legislature  enacting  the  law. 

Is  there  any  living  man  who  has  read  history  or  studied  human 
nature,  who  for  one  moment  believes  that  the  enforcement  of  such 
a  statute  will  have  the  desired  effect? — That  of  "Americanizing'* 
the  Japanese  children?  That  of  drawing  them  to  us?  That  of 
propagating  in  them  a  love  for  our  institutions  and  obliterating 
prejudice? 

Three  Propositions  Submitted 

In  connection  with  this  phase  of  the  subject,  I  submit  three 
propositions,  viz : 

One.  That  nothing  in  the  history  of  our  relations  with  Japan 
or  the  Japanese  justifies  the  claim  that  coercive  measures  are  nec- 
essary to  secure  proper  observance  of  their  just  obligations. 

Two.  That  nothing  in  the  history  of  Japan  or  of  our  relations 
with  the  Japanese,  justifies  the  claim  that  they  are  so  inherently 
Oriental  that  they  will  not  and  cannot  make  loyal  American  citi- 
zens. 

Three.  That  instead  of  proscribing  the  language  schools  tend-] 
ing  to  draw  the  Hawaiian-born  Japanese  to  us;  wean  them  from] 
allegiance  to  their  mother  language  and  country  and  make  loyar 
Americans  of  them,  no  more  effective  scheme  can  be  devised  to  ac-j 


\ 


11 

complish  the  exact  opposite  result,   than  to    attempt    to    ban  the 
Japanese  language  and  force  the  English  language  upon  them. 

Coercive  Measures  Against  Japan  Unnecessary. 

Let  us  first  consider  the  above  proposition  Number  One,  viz : 
that  history  does  not  justify  the  claim  that  coercive  measures  are 
necessary  to  secure  observance  by  the  Japanese  of  their  just  obli- 
gations. 

Neither  in  her  dealings  with  our  national  government,  nor  with 
Hawaii,  has  Japan  given  evidence  of  double  dealing,  or  intent  or 
desire  to  evade  an  agreement  or  a  responsibility. 

On  the  contrary,  decisions  once  arrived  at,  even  though*  un- 
palatable, have  been  loyally  lived  up  to,  with  no  evidence  of  sul- 
lenness,  mental  reservation  or  disposition  to  avoid  compliance  in 
letter  or  spirit. 

Historic  Examples  of  Japan's  Good  Faith 

For  example :  When  the  two  countries  first  came  into  contact, 
Japan's  age-long  policy  was  exclusion  of  the  foreigner — a  policy 
which  California  seems  bent  on  reviving  and  putting  into  effect  on 
her  own  account. 

This  policy  did  not  suit  the  United  States  government,  which 
sent  a  fleet ;  shot  up  a  port  and  the  Japanese  people  who  were  with- 
in reach,  demanded  admission  of  Americans  to  Japan,  and  the  right 
to  trade,  tendering  reciprocal  rights  to  the  Japanese. 

Under  duress  and  at  the  cannon's  mouth,  Japan  submitted  to 
these  American  demands. 

Japan  might  well  have  nursed  a  sore  spot  as  a  result  of  this 
experience,  and  submitted  grudgingly,  only  so  far  as  necessary  to 
avoid  disagreeable  consequences. 

Under  similar  conditions  Germany  has  sought  and  is  still  seek- 
mg  by  pretext  and  delay  to  avoid  the  pledges  under  which  she 
secured  peace.- 

Not  so  Japan !  She  not  only  submitted  to  force  with  good 
grace ;  but  did  so  so  whole  heartedly  and  effectively  that  she  is 
today  America's  chief  competitor  in  the  Pacific  transportation 
business  and  a  rival  in  the  mercantile  field. 

Not  only  was  the  agreement  executed  in  good  faith,  but  the  ac- 
ceptance was  in  such  good  spirit  that  ever  since  Japan  has  been 
proclaiming  America  her  best  friend,  because  of  the  very  fact  that 
the  latter  by  force  compelled  her  to  abandon  the  policy  of  seclu- 
sion and  exclusion. 

There  certainly  is  no  evidence  of  double  dealing  or  attempted 
■evasion  of  responsibilities  shown  here! 


12 

The  "Gentlemen's  Agreement" 

Again,  under  the  Roosevelt  administration,  CaHfornia  darkened 
the  air  with  her  anguish  at  the  presence  of  a  score  or  so  of  Japanese 
children  in  the  San  Francisco  public  schools,  and  the  possession  of 
a  few  thousand  acres  out  of  California's  99  million  acres  of  land. 

The  American  government,  upon  California's  initiative,  de- 
manded exclusion  from  the  United  States  of  Japanese  laborers. 

Although  this  demand  was  rank  discrimination  against  Japanese 
and  inconsistent  with  her  treaty  rights,  the  latter  pledged  her 
word,  under  the  ''gentlemen's  agreement"  that  no  more  laborers 
would  come  to  America. 

Regardless  of  what  may  be  insinuated  to  the  contrary  by  those 
having  ulterior  motives,  we  of  Hawaii  know  that  this  pledge  has 
been  religiously  lived  up  to  by  Japan,  so  far  as  emigration  to 
Hawaii  is  concerned,  in  the  face  of  tremendous  pressure  at  home. 

Japan  Kept  Her  Trust  In  Guarding  the  Pacific 

Again,  during  the  latter  years  of  the  great  war,  the  Allies  with 
their  backs  to  the  wall,  were  fighting  for  their  lives  and  the  United 
States  was  straining  every  energy  to  get  men  and  material  to  the 
front  before  it  was  too  late.  German  marauders  appeared  in  the 
Pacific  threatening  to  paralyze  trade  and  transportation.  Japan  was 
thereupon  appealed  to  to  guard  the  Pacific — more  particularly  the 
port  of  Honolulu  and  the  trade  routes  leading  thereto.  She  cheer- 
fully complied  with  the  request.  The  naval  forces  of  the  Allies  and 
of  the  United  States  were  practically  all  withdrawn  from  the  Pa- 
cific, for  approximately  a  year,  during  which  time  Japan  fulfilled 
her  trust  to  the  letter. 

At  her  own  expense  she  kept  one  of  her  large  cruisers  at  and 
about  Honolulu,  so  long  that  in  a  farewell  speech  at  the  close  of 
the  war,  her  commander  referred  to  Honolulu  as  his  "home  port'*. 
That  cruiser  was  a  great  source  of  relief  and  comfort  to  the  Ameri- 
cans of  Hawaii,  in  the  days  not  so  far  gone,  and  there  were  no 
scare  head  lines  in  the  papers  when  she  took  necessary  fuel  oil 
aboard.  So  highly  was  Japan's  attitude  appreciated  at  that  time 
in  Hawaii,  that  the  cordial  feeling  between  the  two  peoples  aris- 
ing out  of  mutual  danger  and  support,  was  probably  keener  than 
at  any  other  time  before  or  since.  Mutual  confidence  existed  then. 
I  believe  it  can  be  again  brought  about,  if  both  parties  want  it 
and  will  in  mutual  good  faith  strive  for  it. 

Japanese  Will  Make  Good  Citizens 

Let  us  consider  next  the  above  proposition  Number  Two,  viz 
That  history  does  not  justify  the  claim  that  the  Japanese  will  not 
and  cannot  make  loyal  American  citizens. 

We  have  the  assurance  of  high  authority  that  figs  do  not  groWj 


13 

upon  thistles  and  that  bitter  waters  and  sweet  do  not  flow  from 
the  same  well. 

The  basis  of  the  claim  that  Japanese  cannot  make  good  Ameri- 
can citizens  is  that  they  are  so  intensely  loyal  to  the  Japanese  Em- 
pire and  Emperor  that  it  is  inground  into  their  very  fibre;  that  if 
they  profess  loyalty  to  America,  it  will  be  mere  lip  service;  that 
underneath,  allegiance  to  Japan  will  remain,  and  that  as  between 
Japan  and  the  United  States  they  cannot  be  trusted. 

I  submit  that  "loyalty"  is  primarily  an  integral  part  of  a  man's 
character — a  habit  of  mind.  It  is  synonymous  in  principle  with 
constancy,  faithfulness,  trustworthiness,  worthy  of  confidence. 

A  man  who  is  possessed  of  these  qualities  in  a  high  degree,  is 
not  likely  to  easily  change  into  a  disloyal,  faithless,  untrustworthy 
man! 

He  may  be  slow  to  change  his  allegiance;  but  having  done  so, 
he  is  far  more  likely  to  abide  by  his  act  than  he  would  be  if  of  an 
inconstant,  faithless  character. 

Personal  loyalty  is  harder  to  change  than  loyalty  to  an  abstract 
idea,  and  it  is  urged  that  the  conflict  would  be  between  personal 
allegiance  to  the  Japanese  Emperor  and  fealty  to  the  principles  of 
Republicanism,  in  which  the  personal  relation  would  be  the 
stronger. 

Japanese  Clannishness  An  Objection 

Moreover,  it  is  argued  that  Japanese  are  clannish,  and  if  an 
issue  arose  between  Japan  and  the  United  States,  blood  is  thicker 
than  water,  and  the  call  of  the  clan  would  prevail. 

It  must  be  admitted  that  the  Japanese  are  clannish — they  would 
not  be  human  if  they  were  not.  So  are  Americans.  So  are  British. 
So  to  a  greater  or  less  degree  are  the  men  of  all  nationalities. 

It  is  an  inborn  trait  of  human  nature — a  survival  from  the  period 
when  every  stranger  was  a  probable  enemy.  It  is  illustrated  by 
the  traditional  story  of  the  man  who  passed  two  laborers  in  rural 
England.     Said  one  laborer  to  the  other: 

^"'Oo's  the  man?" 

"  'E's  a  stranger,"  was  the  reply. 

"  'Eave  'arf  a  brick  at  'im,"  was  the  response. 

There  is  nothing  against  a  Japanese  on  the  plea  of  clannishness 
that  does  not  apply  with  equal  force  to  all  nationalities. 

Something  To  "Clan  Objection" 

That  there  is  something  to  this  objection  cannot  be  denied.  Its 
truth  was  borne  home  to  us  by  the  recent  adherence  of  many  of  the 
German  clan  to  the  cause  of  the  mother  country ;  but  that  the  urge 
of  the  clan  was  not  so  strong  as  to  be  a  serious  danger  was  demon- 


14 

strated  by  the  hundreds  of  thousands  of  men  of  German  birth  and 
descent  who  loyally  served  the  American  cause — even  to  the  death. 
And  so  it  w^as  with  representatives  of  almost  every  nation  and 
people  on  earth. 

Is  there  just  cause  to  believe  that  the  Japanese  so  differ  from 
the  rest  of  mankind  that  they  cannot  be  judged  by  the  same  rules 
that  have  been  found  applicable  to  other  men? 

Some  Japanese  History 

While  not  claiming  to  be  a  student  of  Japanese  history,  I  know 
that  within  the  past  century  there  was  a  long,  bitter  and  bloody 
struggle  in  Japan  between  differing  principles  of  government,  which 
terminated  only  within  my  memory.  This  was  a  contest  which 
divided  the  country,  families  and  friends,  even  as  the  civil  war  in 
the  United  States  divided  that  country ;  and  history  does  not  record 
that  the  division  was  on  the  lines  of  personal  fealty  to  hereditary 
chiefs. 

At  the  risk  of  prolixity,  I  will  relate  a  story  of  those  times  which 
I  recently  saw  quoted  from  a  Japanese  paper  which  appears  to 
illustrate  well  the  trait  under  discussion. 

It  is  related  that  a  warrior  who  had  been  brought  up  at  the  court 
of  one  daimio  in  Japan  changed  his  residence  and  allegiance  to 
another  daimio.  Later,  war  broke  out  between  the  two  chieftains, 
and  the  warrior  was  undecided  as  to  whether  it  was  his  duty  to 
fight  for  his  present  master  or  to  return  and  fight  for  the  master 
who  had  brought  him  up  and  done  so  much  for  him. 

He  finally  decided  that  he  could  most  honor  and  prove  his  loyal- 
ty to  his  former  master  by  demonstrating  that  his  teachings  of 
loyalty  had  been  effective,  by  now  loyally  fighting  for  his  new 
master;  which  he  thereupon  did  with  a  clean  conscience. 

Japanese  and  Americans  Both  Hero  Worshipers 

As  to  personal  loyalty  to  the  Emperor  being  a  danger  spot,  I 
question  whether  it  is  any  more  intense  than  that  which  has  been 
given  to  monarchs  throughout  the  history  of  England  and  the  con- 
tinent, and  to  leaders,  both  military  and  civil,  in  the  United  States. 

As  a  matter  of  fact,  both  Japanese  and  Americans  are  hero  wor- 
shipers, and  they  do  not  make  any  the  less  good  citizens  of  either] 
country  by  reason  thereof. 

I  may  state,  incidentally,  than  upon  recently  visiting  the  Alamoj 
in  San  Antonio,  Texas,  where  less  than  100  Americans  died  toj 
the  last  man  while  defending  it  against  4000  Mexicans,  the  only] 
monument  I  saw  on  the  premises  was  a  marble  slab,  contributed! 
by  a  Japanese  and  dedicated  to  the  ''Heroes  of  the  Alamo",  with] 
a  statement  of  the  donor's  admiration  for  their  bravery. 


15 

Illustration  of  the  Keynote  of  the  Issue 

At  the  risk,  again,  of  prolixity,  I  think  that  this  feature  of  the 
issue,  which  I  consider  its  keynote,  can  perhaps  be  better  illustrated 
by  a  few  local  incidents  than  by  abstract  argument. 

For  example :  Under  the  recent  draft  law  all  men  between  cer- 
tain ages,  whether  citizens  or  not,  had  to  appear  for  registration. 
If  aliens  they  could  secure  exemption  from  the  draft  by  claiming  it. 

I  am  informed  that  scarce  a  Japanese  claimed  exemption  from 
this  cause,  and  that  on  the  first  call  over  800  of  them  waived  the 
exemption  and  served  in  the  American  Army  until  it  was  dis- 
banded. 

Moreover,  when  Congress  enacted  a  law  permitting  aliens  who 
had  served  in  the  American  Army  to  become  naturalized  without 
previous  declaration,  and  waiving  the  prohibition  against  Orientals, 
practically  every  one  of  the  800  tried  to  become  a  naturalized 
American  citizen,  and  approximately  400  of  them  qualified  and 
were  naturalized. 

"Ready  To  Stick  a  Bayonet  Into  a  Hun" 

Another  incident:  I  was  a  member  of  a  board  of  draft  exam- 
iners. Among  others  who  came  before  me  was  an  unusually  bright, 
attractive  appearing  young  man.  The  examination  revealed  that  he 
was  born  in  Hawaii,  the  son  of  a  Japanese  laborer;  that  he  was 
now  a  student  at  the  College  of  Hawaii  and  a  member  of  the 
R.  O.  T.  C. 

To  the  formal  question  "are  you  willing  to  fight  for  the  United 
States?"  he  replied  'T  am!"  in  such  an  emphatic  and  decisive 
tone,  that  it  interested  me  and  I  asked  a  further  question  which  was 
not  included  among  the  prescribed  ones. 

"Are  you  willing  enough  to  be  willing  to  go  to  France  and 
stick  a  bayonet  into  a  Hun?" 

"You  bet  I  am!"  was  the  response,  with  all  the  fervor  and  en- 
thusiasm of  any  Yankee  boy! 

Some  months  later  a  young  man  greeted  me  on  the  street.  I 
did  not  know  him  and  said  so. 

"Oh  Fm  the  fellow  who  was  willing  to  go  to  France  and  stick 
a  bayonet  into  a  Hun !"  was  the  response. 

I  cannot  doubt  but  that  he  would  have  done  it,  too ;  and  would 
have  been  a  faithful  and  loyal  American  soldier,  and  I  have  no  rea- 
son to  doubt  that  he  is  now  a  loyal  American  citizen,  along  with 
hundreds  of  others  who  gave  the  supreme  test  of  sincerity  and  de- 
votion, by  volunteering  to  don  the  American  uniform  and  fight  side 
by  side  with  our  own  boys.  A  man  who  is  good  enough  to  fight 
for  us  is  good  enough  to  vote  with  us,  and  no  questions  asked  as  to 
sincerity  in  either  case. 


16 

Loyalty  Not  Confined  To  White  Skins 

While  a  decision  in  favor  of  the  adopted  country  against  the 
mother  country  would  wrench  the  heart  strings,  even  as  would  be 
the  case  with  other  nationals,  the  conviction  has  come  to  me  that 
loyalty — even  loyalty  to  ideals — is  not  confined  to  that  portion  of 
mankind  which  possess  a  white  skin. 

In  my  belief  the  chief  danger  to  loyalty  to  the  United  States 
by  citizens  of  Japanese  descent  will  be  by  reason  of  unjust  sus- 
picion directed  against  their  loyalty.  Confidence  in  a  man's  loyalty 
is  a  strong  incentive  to  keep  him  loyal,  while  an  assumption  that  he 
is  disloyal  will  have  a  tendency  to  make  him  so. 

The  incidental  undermining  of  the  loyalty  of  our  young  fellow 
citizens,  by  engendering  the  belief  among  them  that  we  do  not 
trust  them,  is,  to  my  mind,  one  of  the  most  pernicious  consequences 
of  the  present  uncompromising  demand  for  abolition  of  the  lan- 
guage schools. 

Now  Laying  Foundations  For  Years  To  Come 

Whether  we  like  it  or  not,  these  people  are  here  and  are  going 
to  stay  here.  They  have  the  same  rights  that  we  have,  and  we  can- 
not under  the  law  take — or  in  common  decency  attempt  to  take 
their  rights  away,  either  by  direct  legislation  or  by  indirect  legisla- 
tion which  may  appear  to  apply  to  all  but  which  in  fact  practically 
applies  to  them  alone.  How  they  will  hereafter  exercise  their  rights 
— whether  in  co-operation  with  or  in  antagonism  to  us — depends 
vastly  more  upon  us  than  it  does  upon  them.  It  behooves  us  to 
be  most  careful  in  our  handling  of  this  subject,  for  we  are  now 
laying  the  foundation  for  the  relations  which  will  exist  between 
them  and  us,  and  our  children  and  their  children,  for  years  to  come. 

Abolition  Will  Tend  To  Alienate  Japanese 

Considering  next  the  third  proposition  above  advanced,  viz : 
that  proscription  of  the  Japanese  language  instead  of  tending  to 
wean  the  young  Japanese  from  their  mother  language  and  country 
and  Americanize  them,  will  have  the  opposite  tendency. 

History  is  replete  with  illustrations  of  the  fact  that  attempts  to 
crush  a  language  by  prohibition  and  force  are  failures. 

I  submit  that  the  underlying  reason  for  this  is  the  same  as  for 
the  equally  demonstrated  fact  that  a  persecuted  religion  thrives. 

Both  attacks  are  upon  a  sentiment — a  filament  of  a  man's  soul! 

You  can  confiscate  a  man's  property  and  he  can  acquire  more. 

You  can  imprison  him  and  the  memory  of  the  indignity  will 
fade  in  the  joy  of  liberty  after  he  is  released. 

But  an  attack  upon  a  sentiment  is  a  continuing  offense,  rank- 


I 


17 

ling  in  the  mind  of  the  man  with  the  rising  and  the  setting  of  every 
sun ;  festering  in  his  soul  as  he  lies  awake  at  night  and  aggravating 
him  whenever  he  thinks  of  it  by  day — and  thought  is  continuous. 

Abolition  of  Language  Schools  Un-American  and  Tyrannical 

I  cannot  conceive  of  any  measure  which  appears  to  me  to  be 
more  un-American;  more  devoid  of  the  spirit  of  Freedom,  of  fair- 
play,  of  live  and  let  live ;  more  inexcusably  tyrannical  than  to  make 
it  a  penal  offense  for  a  man  to  teach  his  own  child  his  own  lan- 
guage, without  a  knowledge  of  which  the  child  cannot  communi- 
cate with  its  own  father  and  mother. 

That  is  just  what  the  proposed  law  will  do,  for  it  is  in  principle 
the  same,  whether  a  man  teaches  his  child  himself  or  employs  some 
one  else  to  do  so. 

I  submit  that  an  Americanism  which  has  to  resort  to  measures 
so  inconsistent  with  the  principles  upon  which  our  government  of 
freemen  is  founded  is  introducing  into  the  fabric  of  our  laws  an 
element  of  weakness  which  may  return  to  plague  us  in  connections 
which  we  do  not  now  think  of.  Arbitrary  exercise  of  power  is  a 
trait  which  grows  by  exercise. 

Reasons  For  and  Against  Language  Schools 

Am  I  in  favor  of  language  schools  may  be  asked? 

My  answer  is  "Yes"  and  "No." 

"Yes"  to  the  extent  that  it  would  be  an  unjust  and  arbitrary  ex- 
ercise of  brute  force  if  they  are  abolished  by  law! 

"Yes"  to  the  extent  that  no  one — much  more  no  American  citi- 
zen in  the  land  of  his  birth — should  be  denied  the  right  to  acquire 
any  branch  of  useful  knowledge  which  he  wishes  to  acquire,  es- 
pecially knowledge  which  constitutes  the  sole  medium  of  commu- 
nication with  his  own  parents,  subject  only  to  such  regulations  and 
restrictions  as  are  necessary  for  the  public  welfare. 

"Yes",  to  the  extent  that  with  a  population  consisting  so  large- 
ly of  Japanese,  it  will  be  distinctly  an  advantage  to  any  one  en- 
gaged in  business  in  Hawaii  to  have  a  working  knowledge  of  the 
Japanese  language. 

"Yes",  to  the  extent  that  the  advantage  of  such  knowledge 
should  not  be  denied  to  any  one  who  wishes  to  acquire  it,  provided 
it  can  be  acquired  without  injury  to  the  public  interest. 

Coming  Years  Ones  of  Tension 

"Yes",  to  the  extent  that  it  is  manifest  that  the  coming  years 
will  be  ones  of  tension  and  adjustment  of  interests  between  the 
two  countries,  and  it  will  be  of  the  utmost  value  to  peace  and  mu- 
tual understanding  that  there  be  a  large  number  of  persons  edu- 
cated   and  able  to  think  and  speak  fluently  in  both  languages. 


18 

It  is  notoriously  the  fact  that  scarcely  any  Americans  read, 
write  or  speak  the  Japanese  language;  and  that  while  many  Japan- 
ese read,  write  and  understand  English,  but  few  speak  it  idiomat- 
ically or  clearly  or  distinctly  enough  so  that  they  are  easily  or 
thoroughly  understood  by  Americans. 

This  very  fact  erects  a  barrier  between  the  two  races  that  is 
not  easy  to  overcome.  My  belief  is  that  this  fact  is  a  present  pro- 
lific cause  of  suspicion,  prejudice  and  misunderstanding  between  the 
two  peoples. 

Bi-linguists  Urgently  Needed 

A  larger  proportion  of  bi-linguists  is  devoutly  to  be  hoped  for, 
in  the  interest  of  harmony,  good  fellowship  and  mutual  emphasis 
of  the  fact  that  there  are  many  more  things  upon  which  we  agree 
than  there  are  upon  which  we  disagree. 

On  the  other  hand,  in  reply  to  the  question  of  whether  I  favor 
the  language  school,  my  answer  is  "No",  to  the  extent  that,  al- 
though not  prohibiting  the  language  school,  I  would  do  all  with- 
in reason  to  discourage  it  to  any  extent  which  will  materially  in- 
terfere with  the  students  acquiring  the  English  language. 

This  end  I  would  seek  to  accomplish  partly  by  regulation  and 
in  part  by  argument  and  persuasion. 

Certain  Suggested  Regulations 

I  do  not  attempt  to  formulate  any  comprehensive  regulations  in 
this  connection,  but  certain  points  would  appear  to  be  reasonably 
effective  and  to  have  common  assent ;  such,  for  example,  as : 

(1)  Restrict  the  hours  within  which  language  schools  should 
be  conducted — say  to  the  afternoon,  after  closing  of  the  public 
schools,  thereby  reserving  the  morning  hours,  when  pupils  are 
freshest  and  the  mind  most  acquisitive,  for  the  study  of  English. 

(2)  Restrict  the  time  to  be  devoted  to  the  language  school  by 
minors  (there  should  be  no  restriction  on  adults). 

(3)  Combine  some  English  with  the  course — say  exercises  in 
translation  and  interpretation. 

(4)  Require,  ultimately,  a  knowledge  of  English  and  of  Ameri- 
can history,  principles  and  ideals  on  the  part  of  the  teachers. 

(5)  Give  control  to  the  Board  of  Education  over  text  books 
and  course  of  study,  with  general  supervision  over  administration. 

Language  School  Question  Will  Clarify  Itself 

If  a  fair  and  just  measure  of  regulation  is  adopted,  I  most  earn- 
estly believe  that  the  present  tense  situation  will  in  a  compara- 
tively brief  time  clarify  and  remedy  itself. 

The  present  generation  of  children  do  not  attend  the  Japanese 


19 

school  because  they  want  to.  They  have  no  patriotic  fervor  urging 
them  thereto — and  will  have  none,  unless  we  furnish  the  animus 
by  forbidding  it,  thereby  making  the  study  of  Japanese  a  fetish 
which  every  child  will  hug  to  its  bosom  and  cultivate  as  a  matter 
of  sentiment  and  sacred  duty,  to  vindicate  its  right  to  freedom. 

Japanese  children  are  now  attending  language  schools  because 
their  parents  insist  upon  it.  The  reason  for  this  insistence  is  partly 
sentimental  and  partly  because  they  can  communicate  with  their 
children  through  no  other  medium. 

It  must  be  remembered  that  these  parents  are  Japanese  sub- 
jects, with  the  -same  pride  of  nationality  which  Americans  feel — 
especially  when  away  from  home.  Their  memories  reach  back  to 
the  joys  and  beauties  of  the  homeland.  The  glamor  of  reminis- 
cence blots  out  the  disagreeable,  even  as  to  the  American  the 
memory  of  the  old  swimming  hole  of  boyhood  days  with  its  mud 
banks  and  dubious  water  was  superior  in  its  joy  producing  qual- 
ities, to  the  tiled  tank  and  filtered  fluid  of  the  present  day. 

The  child,  however,  is  subject  to  no  such  impelling  influences 
reaching  out  from  the  past. 

Children  Will  Voluntarily  Drop  Japanese  Schools 

Learning  to  speak,  read  and  write  Japanese  is  a  hard  and 
wearisome  task — much  harder  than  to  learn  English.  The  Jap- 
anese small  boy  is  no  fonder  of  hard  work  than  his  white  com- 
panion. 

Remove  the  parental  pressure  and  most  of  the  Japanese  chil- 
dren would  drop  out  of  the  language  school  forthwith. 

When  the  present  generation  of  Japanese  children  take  the  stage 
and  become  the  parents  of  the  next  generation  of  scholars,  (and 
this  process  has  already  begun,)  there  will  be  no  such  reasons  as 
now  exist,  why  the  parents  will  want  their  children  to  attend  a 
language  school ! 

These  parents  will  all  have  attended  the  English  public  school 
and  have  enough  knowledge  of  English  so  that  there  will  be  no 
necessity  for  resorting  to  Japanese  as  a  medium  of  communication 
with  their  children ! 

Under  these  circumstances,  in  the  great  majority  of  instances, 
by  common  consent  of  both  parents  and  children,  the  strenuous 
language  school  course  will  be  dropped.  There  will  remain  as  ex- 
ceptions a  few  who  study  it  for  sentimental  reasons ;  for  the  com- 
mercial benefits  which  a  knowledge  of  the  two  languages  will  con- 
fer and  a  few  from  a  desire  for  broader  scholarship — even  as  a 
vanishing  minority  of  Americans  study  Greek,  Hebrew  and  San- 
scrit. 


20 
Language  Schools  Disadvantageous  From  Japanese  Standpoint 

Meanwhile,  I  would  present  to  the  Japanese  community  in  the 
strongest  possible  way,  in  a  friendly,  persuasive  spirit,  that  with 
exceptions,  it  is  even  now  against  the  interest  of  the  Japanese  chil- 
dren themselves,  to  devote  much  time  to  the  study  of  the  Japanese 
language. 

It  is  hard  enough  at  best  for  them  to  learn  English  without 
imposing  upon  them  the  burden  of  simultaneously  learning  a  still 
more  difficult  language. 

Japanese  Will  Want  To  Be  Leaders 

The  Japanese  are  ambitious.  As  the  children  come  to  maturity 
they  will  naturally  want  to  take  a  share  in  the  public  life  of  the 
community,  commensurate  with  their  growing  numbers,  and  they 
will  want  representation  among  the  leaders ;  but  it  is  certain  that 
in  order  to  take  such  part  it  is  absolutely  necessary  that  they  be 
well  grounded  in  the  English  language ;  know  the  history  and  meth- 
ods of  procedure  in  connection  with  American  government  and  leg- 
islation, and  be  in  touch  with  the  spirit  and  ideals  of  the  com- 
munity. 

They  cannot  be  so  grounded  and  informed  if  they  continue  to 
devote  a  large  a  portion  of  their  time  and  energy  to  studying  Jap- 
anese. 

In  other  words,  the  time  will  have  arrived  by  natural  evolution, 
when  memories  of  the  past  will  cease  to  be  a  dominant  influence 
and  present  day  needs  will  control. 

If  this  policy — which  may  be  called  one  of  peaceful  propaganda 
— is  pursued,  I  submit  that  many  varying  and  potent  influences 
will,  in  natural  course,  accentuate  the  greater  importance  and  value 
to  the  Japanese  child  of  an  English  over  a  Japanese  education,  and 
result  in  the  ultimate  subordination  of  the  latter  to  the  former  with- 
out direct  irritating  legislation  and  without  friction. 

Why  the  Republic  of  Hawaii  Did  Not  Design  a  New  Flag 

By  way  of  illustrating  this  trait  in  human  nature :  After  the 
overthrow  of  the  Hawaiian  Monarchy,  and  at  the  time  of  the  crea- 
tion of  the  Republic  of  Hawaii,  it  was  proposed  to  design  a  new 
flag  as  the  ensign  of  the  Republic  in-  place  of  the  one  which  had 
been  that  of  the  Monarchy. 

Nearly  every  one  of  the  supporters  of  the  Republic  would  have 
personally  preferred  a  new  flag;  especially  one  which  did  not  con- 
tain the  "English  Jack".  As  an  aside  reference  to  those  days  of 
now  ancient  history,  it  was,  with  exceptions,  the  English  who  bit- 
terly opposed  the  American  element  in  Hawaii  and  the  Germans 
who  fraternized  with  us  and  rendered  vital  aid  in  putting  Hawaii 


21 

under  the  Stars  and  Stripes.  This  may  serve  to  remind  us  that 
the  devil  is  not  always  as  black  as  he  is  painted  and  that  time — 
even  a  short  time — may  work  great  and  unexpected  changes.  But 
this  is  "another  story". 

Against  this  flag  proposition  it  was  argued  that  if  the  old  em- 
blem of  royalty  was  abolished,  it  would  immediately  become  a  sen- 
timental rallying  point  for  the  royalists  and  be  a  potent  factor  in 
fostering  and  maintaining  devotion  to  that  cause,  which,  was  then 
losing  its  hold. 

If  the  old  flag  had  been  legislated  out  of  existence  or  forbidden, 
as  an  emblem  of  royalty  and  an  incentive  to  revolution,  every  op- 
ponent of  the  new  government  would  have  forthwith  secretly 
possessed  himself  of  one;  and  it  would  have  formed  a  binding  tie 
between  many  who  had  no  other,  and  might  have  become  a  ma- 
terial factor  in  attempts  to  return  to  the  old  regime. 

The  opposition  to  the  change  prevailed  and,  as  a  result,  instead 
of  the  flag  becoming  an  element  of  discord,  it  remained  the  com- 
mon emblem  of  all  parties,  a  factor  in  drawing  them  together  and 
when  the  American  flag  ultimately  came,  it  did  not  displace  the 
Hawaiian  ensign  which  still  flies,  honored  and  loved  by  all,  as  the 
emblem  of  the  Territory  and  a  united  people. 

Analogy  To  Japanese  Schools 

Reasoning  by  analogy — it  is  my  most  earnest  belief  that  if  the 
Japanese  language  school  is  now  attacked  in  a  hostile  spirit  and  its 
suppression  attempted,  education  in  that  language  will  receive  an 
impetus  that  nothing  else  will  give  it.  The  schools  will  form  a 
rallying  point  around  which  many  will  gather,  who,  but  for  the  at- 
tempted smothering  of  the  schools,  will  gradually  lose  interest 
in  them  until  the  great  majority  of  the  schools  will  ultimately  fade 
and  die  a  natural  death. 

If  Regulation  Fails,  Abolition  Can  Be  Invoked 

If  I  am  right,  how  much  better  a  solution  of  the  problem  it  will 
be  than  to  add  to  the  already  strained  and  complicated  situation, 
another  factor,  which  I  verily  believe  will  involve  more  feeling  and 
give  more  offense  even,  than  the  proposal  to  deprive  the  Japanese 
of  the  privilege  of  owning  or  leasing  land  in  California. 

If  I  am  wrong,  and  the  regulation  of  the  language  schools  does 
not  achieve  the  desired  result,  the  fact  will  be  known  at  an  early 
date  and  further  action  can  be  taken,  if  then  deemed  desirable. 

I  submit,  however,  that  if  we  now  adopt  the  regulative  instead 
of  the  prohibitive  course,  it  will  not  be  construed  as  a  surrender, 
but  will  be  accepted  as  an  earnest  of  our  intention  to  give  the  Jap- 
anese fair  play  and  a  square  deal,  while  still  taking  steps  to  pro- 


22 

mote  Americanism  among  our  young  fellow  citizens  of  Japanese 
parentage. 

Relations  are  already  tense  enough  to  put  a  premium  on  con- 
servatism. , 

Admitting  the  soundness  of  the  ultimate  object  of  the  proposed 
legislation,  that  the  intent  is  honorable  and  the  motive  patriotic 
and  above  reproach,  I  submit  that  it  is  not  w^ise  policy  to  adopt 
a  course  w^hich  is  at  least  of  doubtful  efficacy  to  secure  the  desired 
result,  while  certain  to  arouse  bitter  resentment  among  the  present 
generation,  and  probably  alienate  the  next — the  very  ones  whom 
we  are  trying  to  make  one  with  us. 

Do  Not  Try  To  Americanize  With  a  Club 

Having  protested  against  what  appears  to  me  to  be  a  course 
both  un-American  and  futile,  I  now  appeal  to  my  fellow  country- 
men to  join  in  seeking  a  modification  of  the  proposed  abolition 
measure,  so  that  instead  of  first  attempting  to  Americanize  our 
young  fellow  citizens  with  a  club,  with  fine  and  imprisonment  in 
the  background,  we  accept  as  being  made  in  good  faith,  the  assur- 
ance of  our  Japanese  friends,  that  they  will  cooperate  with  us  in 
the  enactment  and  enforcement  of  a  strong  regulation  act,  and 
first  give  the  "regulation  method"  a  fair  trial. 


23 


A  SUPPLEMENTARY  STATEMENT 

Since  the  address  to  the  Social  Science  Association,  another  objec- 
tion to  regulating  instead  of  abolishing  the  language  schools  has 
been  presented,  which  appears  to  me  to  warrant  a  supplementary 
reply. 


Regulation  a  Sign  of  Weakness 

It  is  suggested  that  withdrawal  of  the  proposition  to  abolish  the 
schools  and  substitution  of  one  regulating  them  instead,  will  be 
construed  as  a  sign  of  weakness,  and  lead  to  bad  results. 

The  reply  to  this  is  that  moderation,  justly  administered,  is  not 
a  sign  of  weakness,  but  of  strength. 

It  may  at  first  be  mistaken  for  weakness;  but  if  rigid  but  just 
regulation  is  firmly  but  fairly  put  into  operation,  it  will  ultimately 
be  understood  as  indicating  a  desire  to  be  fair  and  as  a  recognition 
of  the  spirit  of  conciliation  and  cooperation  now  shown  by  the  Jap- 
anese in  place  of  the  spirit  of  stonewall  opposition  manifested  two 
years  ago. 

After  the  suggestion  of  regulation  on  such  broad  lines  as  has 
been  made  by  the  Japanese  themselves,  to  persist  in  baldly  abolish- 
ing the  language  schools  will  be  such  a  proclamation  of  our  distrust 
of  them  as  to  be  a  wanton  afifront  to  a  large  number  of  responsible 
men  and  an  insinuation  against  the  loyalty  of  many  of  our  young 
fellow  citizens  of  Japanese  parentage,  by  branding  them  in  advance 
with  suspicion  of  their  disloyalty. 

Less  Danger  in  Confidence  Than  in  Distrust 

There  is  less  danger  in  our  showing  overconfidence  and  having 
our  trust  abused  to  some  extent,  than  there  is  in  rebuffing  them  by 
a  wholesale  attitude  of  distrust,  which  will  certainly  drive  them,  as 
a  whole,  into  at  least  an  unresponsive  and  unsympathetic,  if  not  aji 
antagonistic  position. 

In  other  words,  confidence  begets  confidence  and  draws  men  to- 
gether, as  surely  as  suspicion  begets  suspicion  and  drives  them  apart. 

A  policy  of  suspicion  will  surely  fail  to  Americanize  the  rising 
generation  and  make  them  one  with  us,  if  there  is  anything  to  be 
learned  from  history  and  precedent,  while  the  contrary  result  is 
more  than  likely  to  be  achieved  by  a  policy  of  confidence  accom- 
panied by  fair  treatment. 

Two  well-known  historical  examples  will  illustrate  the  point  I 
am  seeking  to  make. 


24 

New  England  and  Pennsylvania's  Indian  Policy  Contrasted 

The  first  illustration  is  the  difference  in  pioneer  policy  toward 
the  Indians  adopted  by  the  early  settlers  in  New  England  and  Penn- 
sylvania. Both  colonies  were  settled  by  men  of  equal  probity  and 
efficiency.  The  New  Englanders  early  adopted  a  policy  which  gave 
slight  consideration  to  the  rights  and  feelings  of  the  Indians  and 
assumed  that  they  were  neither  to  be  regarded  nor  trusted.  The 
Indians  were  friendly  and  helpful  to  the  whites  at  first,  but  speedily 
responded  to  the  policy  of  suspicion,  and  ignoring  of  rights  and 
feelings,  which  soon  gravitated  into  open  hostilities,  each  side  taking 
bloody  reprisal  from  the  other  for  a  hundred  years  or  so.  It  was 
the  policy  of  repression — of  taking  no  chances — of  'Moing  the  other 
feller  and  doing  him  fust." 

In  Pennsylvania,  on  the  other  hand,  a  policy  of  good  will  and 
confidence  was  adopted.  The  rights  of  the  Indians  were  scrupu- 
lously recognized;  their  feelings  considered;  dealings  with  them 
were  fair  and  from  a  friendly  standpoint. 

The  results  of  the  two  policies  were  that  every  early  New  Eng- 
land farmhouse  became  a  loopholed  fortress  and  the  settler  farmed 
with  a  gun  across  his  plow  and  carried  it  to  church  with  him — and 
frequently  had  to  use  it;  while  the  maxim  was  adopted — and  lived 
up  to — that  "the  only  good  Indian  was  a  dead  Indian." 

In  Pennsylvania,  with  exactly  the  same  types  of  natives  to  deal 
with,  there  was  no  hostility  between  the  races,  and  they  dwelt  to- 
gether in  peace  and  mutual  helpfulness  until  the  remaining  Indians 
became  peaceably  absorbed  into  the  rest  of  the  community. 

Verily,  suspicion  begets  animosity,  while  confidence  generates 
friendliness  and  cooperation. 

England's  Irish  and  Boer  Policy  Contrasted 

Another  illustration  is  England's  contrasted  treatment  of  the 
Irish  and  the  Boers. 

The  Irish  are  a  sympathetic  race,  responsive  to  friendly  as  well 
as  to  hostile  treatment;  quick  to  resent  an  affront — real  or  imag- 
inary; but  equally  quick  to  bury  differences  and  be  fast  friends  again 
with  those  whom  they  believe  are  in  good  faith  trying  to  befriend 
them.  It  is  proverbial  that  the  Irish  are  good  friends  and  bad 
enemies. 

The  Boers  are  of  different  temperament — phlegmatic ;  slow  to  act ; 
stubborn  after  decision;  but  appreciating  and  responding  to  just 
treatment. 

The  Irish  were  the  people  who  of  all  races  would  have  most  read- 
ily responded  to  an  early  policy  of  confidence  and  bona  fide  proffer 
of  friendly  cooperation.  The  present  conditions  are  too  complicated 
to  even  suggest  what  should  be  done;  but  England's  past  policy  of 


( 


25 

repression  and  aloofness,  an  unwillingness  to  trust  the  Irish,  has 
bred  its  predestined  issue — a  response  in  kind,  developing  into  such 
bitter  hatred  that  it  made  Ireland  a  menace  during  the  war,  and  has 
since  degenerated  into  a  systematic  campaign  of  assassination  and 
destruction. 

English  Policy  Toward  the  Boers 

For  some  unexplained  reason,  the  very  men  in  England  who  per- 
petuated the  policy  of  distrust  toward  Ireland,  adopted  exactly  the 
opposite  policy  toward  the  Boers  in  South  Africa. 

A  war  had  been  fought  resulting  in  the  total  defeat  of  the  Boers ; 
the  devastation  of  their  country,  the  death  of  thousands  of  their 
citizens  and  the  loss  of  their  politcal  independence.  They  were  a 
conquered  but  a  sullen  and  defiant  people. 

If  ever  the  foundation  was  laid  for  long  continued  discord  and 
trouble  it  existed  at  the  close  of  the  Boer  War,  with  a  people  per- 
meated by  an  outraged  sense  of  injustice  and  oppression,  for  the 
English  had  provoked  and  begun  the  war. 

If  England  had,  even  in  modified  degree,  extended  her  Irish  policy 
to  South  Africa,  she  would  have  had  to  hold  down  a  conquered  peo- 
ple, thirsting  for  revenge,  biding  their  time  for  an  opportunity  to 
escape  from  British  control. 

Results  of  the  Policy  of  Confidence 

Instead  of  doing  so,  England  adopted  a  policy  the  most  unique 
in  history.  Instead  of  treating  the  Boers  as  conquered  enemies,  a 
plan  of  government  was  adopted,  which  retained  British  sovereignty 
and  safeguarded  British  institutions  and  ideals  of  liberty,  but  ac- 
corded the  Boers'  terms  and  individual  powers  which  at  the  first 
regular  election  put  them  again  in  control,  not  only  of  their  own 
country,  but  of  the  adjacent  British  colonies  as  well,  with  which 
they  were  joined  under  the  reorganization  scheme. 

This  unprecedented  experiment  in  free  govrnment  granted  to  a 
conquered  enemy,  even  resulted  in  the  leading  Boer  general,  almost 
with  the  smoke  of  battle  still  clinging  in  his  hair,  becoming  the  head 
of  the  government  of  South  Africa,  in  control  of  all  British  interests 
and  even  the  British  residents  who  but  recently  had  been  at  deadly 
war  with  him. 

There  were  dire  forebodings  of  disaster  among  those  who  had  no 
confidence  in  the  new  diplomacy  of  trust  and  confidence. 

Shortly  afterward  the  great  war  broke  out.  Germany  had  sym- 
pathized with  and  befriended  the  Boers. 

England  had  the  fight  of  her  life  on  at  home. 

Now  was  the  time,  if  ever,  for  the  Boers  to  strike  for  their  inde- 
pendence. 


26 

Did  they  do  it? 

They  did  not! 

A  few  joined  the  Germans,  but  the  great  majority  were  true  to 
the  confidence  shown  in  them,  stayed  with  the  EngHsh,  and,  under 
the  leadership  of  the  very  Boer  general  who  had  lately  led  the  Boer 
armies  against  England,  and  who  now  controlled  the  South  African 
government,  drove  the  Germans  out  of  South  Africa  and  added  some 
millions  of  square  miles  to  the  British  dominions. 

At  the  Parting  of  the  Ways 

The  Americans  of  Hawaii  are  now  at  the  parting  of  the  ways  in 
the  formulation  of  a  policy  concerning  our  relations  with  the  Ameri- 
can citizens  of  Oriental  parentage  resident  in  the  Territory. 

Shall  it  be  the  uncompromising  policy  of  New  England  toward 
the  Indian  and  of  Old  England  toward  Ireland,  or  shall  it  be  that 
of  Pennsylvania,  and  of  Britain  toward  the  conquered  Boers? 

I  do  not  intimate  that  abolition  of  the  language  school  will  lead 
to  physical  hostilities;  but  the  principle  involved  in  the  settlement 
of  our  language  school  problem  is  the  same  as  it  was  in  the  illus- 
trations above  set  forth. 

The  choice  involved  is  whether  we  are  to  proceed  with  the  strong 
hand,  imposing  an  obnoxious  law  accompanied  by  a  feeling  and 
showing  of  distrust  of  the  sincerity  and  good  faith  of  the  Japanese ; 
or  whether  we  are  to  accept  a  proffer  of  friendly  cooperation,  the 
success  of  which  must  depend  upon  good  faith  upon  both  sides. 

Japanese  Will  Respond  in  Kind  to  Either  Policy 

I  have  faith  to  believe  that  both  the  Japanese  residents  now  liv- 
ing here  and  the  generation  of  young  citizens  of  Japanese  parentage 
will  respond  in  kind  to  whichever  policy  we  adopt. 

If  we  adopt  the  arm's-length  attitude  of  suspicion  and  distrust, 
we  will  begin  the  writing  of  a  chapter  of  history  the  end  of  which 
no  man  can  predict;  but  with  one  certainty — that  it  will  be  replete 
with  vain  regrets. 

If  we  adopt  the  other  policy — that  of  confidence  and  cooperation 
— we  will  have  many  problems  to  solve ;  but  Hawaii  has  solved  prob- 
lems before,  many  of  them  more  complicated  than  this  one ;  and  has 
waxed  prosperous  while  doing  so,  and  at  the  same  time  achieved  a 
reputation  for  clearheadedness  and  fair  dealing  and  exceptional 
ability  to  understand  and  work  with  the  people  of  other  nation- 
alities. 
Appeal  to  Americans  to  Show  Not  Afraid  to  be  Just 

I  again  appeal  to  my  fellow  Americans,  in  the  interests  of  peace 
and  prosperity,  which  depend  upon  cooperation,  to  give  a  demon- 
stration that  we  Americans  of  Hawaii  are  not  afraid  to  be  just,  even 
though  some  among  us  think  that  we  are  taking  chances  in  so  doing. 


I 


A 


21 


Communication  from  Representative  Japanese  Residents  of  Honolulu 
to  the  Honolulu  Chamber  of  Commerce,  Submitting  a  Draft  of 
Proposed  Law  Regulating  Foreign  Language  Schools. 

[Reprinted  from  The  Pacific  Commercial  Advertiser  of  November  16,  1920.] 

To  the  Chamber  of  Commerce  of  Honolulu. 

Gentlemen : — The  undersigned,  residents  of  Honolulu,  hereby 
tender  for  your  consideration  the  draft  of  a  bill  regulating  foreign 
language  schools  and  teachers. 

The  undersigned  admit  that,  as  all  children  born  in  Hawaii  are, 
under  American  law,  American  citizens  and  will  ultimately  become 
voters  in  this  Territory,  they  should  be  trained  to  a  knowledge  of 
American  institutions  and  in  the  ideals  of  democracy,  and  should 
not  receive  instruction  inconsistent  therewith. 

But  the  undersigned  beg  leave  to  present  for  your  consideration 
the  fact  that  most  of  the  parents  of  the  children  of  Japanese  descent 
now  in  this  Territory  are  familiar  only  with  the  Japanese  language 
and  that  unless  their  children  are  permitted  to  learn  to  read,  write 
and  speak  the  Japanese  language  they  will  be  unable  to  adequately 
communicate  with  their  parents,  or  the  parents  with  their  children. 
Also,  that  it  will  be  of  business  advantage  to  many  of  the  said  chil- 
dren to  be  educated  in  both  English  and  Japanese.  Also,  that  it  will 
tend  to  bring  the  Japanese  and  American  residents  of  this  Territory 
together  and  remove  friction  and  misunderstandings  between  them 
if  there  are  a  considerable  number  of  persons  familiar  with  both  lan- 
guages. 

Under  these  circumstances,  the  undersigned  ask  that  no  law  be 
enacted  by  the  Legislature  prohibiting  or  abolishing  foreign  lan- 
guage schools,  directly  or  indirectly,  but  that  legislation  may  be 
enacted  which  will  fully  safeguard  Americanizing  all  children  at- 
tending schools  in  this  Territory ;  instructing  them  in  the  knowledge 
of  the  history  and  institutions  of  the  United  States  and  ideals  of  de- 
mocracy, and  at  the  same  time  permitting  schools  to  be  conducted 
in  foreign  languages,  which  schools  shall  be  under  strict  regulation 
and  the  control  of  the  Department  of  Public  Instruction,  along  the 
lines  set  forth  in  the  draft  of  bill  submitted  therewith. 

K.  KAWAHARA, 

President  Japanese  Chamber  of  Commerce; 

S.  OZAKI, 

Vice-President  Japanese  Chamber  of  Commerce; 

T.  ONODERA, 

Assistant  Secretary  Japanese  Chamber  of  Commerce; 


28 


T.  ISOBE, 

Manager  Yokohama  Specie   Bank; 

G.  NAKAMURA, 

Manager  Sumitomo  Bank; 

U.  OKUMURA, 

Makiki  Church; 

Y.  IMAMURA, 

Hongwanji  Mission; 

S.  TACHIKAWA, 

Jodo   Mission; 

K.  ASANO, 
S.  MASUDA, 
R.  MASHIMO, 

Language  school  teachers; 

T.  KATSUNUMA, 

Veterinary  Surgeon; 

H.  I.  KURISAKI, 

Dentist; 

J.  UCHIDA, 

Physician; 

IGA  MORI, 

Physician; 

Y.  SOGA, 

Editor  Nippu  Jiji; 

L.  SAGAWA, 

Editor  Hawaii  Shinpo; 

T.  MATSUMURA, 

Editor  Hawaii  Choho. 


Honolulu,  November  15,  1920. 


29 


Proposed  Act  to  Regulate  Foreign  Language  Schools,  Submitted  by 
Japanese  Residents  to  Honolulu  Chamber  of  Commerce,  Novem- 
ber 15,  1920. 

AN  ACT  RELATING  TO  FOREIGN  LANGUAGE  SCHOOLS 
AND  TEACHERS  THEREOF. 

Section  1.  Definitions.  The  term  "foreign  language  school,"  as 
used  in  this  act  shall  be  construed  to  mean  any  school  which  is  con- 
ducted in  any  language  other  than  the  English  language,  except 
Sabbath  schools.  The  word  "department"  shall  mean  the  depart- 
ment of  public  instruction  of  the  Territory  of  Hawaii. 

Section  2.  Schools  Must  Secure  Permit.  No  person  shall  con- 
duct a  foreign  language  school  in  the  Territory  of  Hawaii  unless 
and  until  he  shall  have  first  applied  to  and  obtained  a  permit  so  to  do 
from  the  department  of  public  instruction  of  the  Territory. 

Section  3.  Teachers  Must  Secure  Permit.  No  person  shall  teach 
in  a  foreign  language  school  unless  and  until  he  shall  first  have 
applied  to  and  obtained  a  permit  so  to  do  from  the  department. 

Section  4.  Qualifications  of  Teachers.  No  permit  to  teach 
in  a  foreign  language  school  shall  be  granted  unless  and  until  the 
department  is  satisfied  that  the  applicant  for  the  same  is  possessed 
of  a  reasonable  knowledge  of  the  ideals  of  democracy;  knowledge  of 
American  history  and  institutions,  and  knows  how  to  read,  write  and 
speak  the  English  language. 

Liberal  Construction  Directed.  Provided,  however,  that  the  pro- 
visions concerning  knowledge  of  the  English  language  shall  be  lib- 
erally construed  during  the  two  years  after  this  act  goes  into  effect ; 
it  being  understood  that  it  would  be  difficult  within  that  time  to 
secure  teachers  fully  qualified  under  this  section  and  at  the  same 
time  qualified  to  teach  a  foreign  language. 

Object  of  This  Act.  And  provided  further,  and  it  is  hereby  de- 
clared that  the  object  of  this  act  is  not  either  directly  or  indirectly  to 
prohibit  the  conducting  of  foreign  language  schools  and  the  teaching 
of  foreign  languages ;  but  to  regulate  the  same  so  that  the  American- 
ism of  the  pupils  may  be  promoted,  and  the  department  is  hereby 
directed  to  carry  this  act  into  effect  in  accordance  with  the  spirit  of 
this  declaration. 

Section  5.  Pledge  by  Applicants.  Before  issuing  a  permit  to  con- 
duct a  foreign  language  school  or  to  teach  in  such  a  school  the  depart- 
ment shall  require  the  applicant  for  such  permit  to  sign  a  pledge 
that  the  applicant  will,  if  granted  a  permit  to  conduct  or  teach  in 
such  a  school,  abide  by  and  observe  the  terms  of  this  law  and  the 


30 

regulations  and  orders  of  the  department  and  will,  to  the  best  of  his 
ability,  so  direct  the  minds  and  studies  of  pupils  in  said  school  as 
will  tend  to  make  them  good  and  loyal  American  citizens,  and  will 
not  instruct  or  permit  said  pupils  to  receive  instruction  in  said 
school  in  any  way  inconsistent  therewith. 

Section  6.  Hours  of  Sessions.  No  foreign  language  school  shall 
be  conducted  in  the  morning  before  the  school  hours  of  the  public 
schools  or  during  the  hours  while  the  public  schools  are  in  session. 
Nor  shall  any  foreign  language  school  be  in  session  excepting  one 
hour  each  day,  nor  exceeding  six  hours  in  any  one  week. 

Provided,  however,  that  the  department  may,  in  its  discretion, 
modify  the  terms  of  this  section  if  it  deems  that  it  can  do  so  consist- 
ently with  the  declared  object  of  this  act. 

Section  7.  Text  Books  and  Courses  of  Study,  The  department 
shall  have  full  power  from  time  to  time  to  prescribe  the  course  and 
courses  of  study  and  the  text  books  to  be  used  in  any  foreign  lan- 
guage school,  and  no  other  course  of  instruction  or  text  books  shall 
be  used  in  such  schools,  except  the  ones  prescribed  by  the  said  de- 
partment. No  books  used  in  any  foreign  language  school  shall  be 
furnished  at  the  expense  of  the  department. 

Section  8.  Cancellation  of  Permits.  If  the  department  shall 
at  any  time  become  satisfied  that  any  holder  of  a  permit  to 
conduct  a  foreign  language  school  or  to  teach  therein  does  not 
possess  the  qualifications  herein  required,  or  shall  have  violated  or 
failed  to  observe  any  of  the  provisions  of  this  act,  or  of  the  regula- 
tions or  orders  of  the  department,  the  department  may  then  and 
thereupon  revoke  the  permit  theretofore  granted,  and  the  same  shall 
thereupon  be  and  become  null  and  void. 

Provided,  however,  that  before  so  doing  the  department  shall 
first  notify  the  holder  of  said  permit  to  show  ^ause  why  such  action 
should  not  be  taken  and  shall  give  such  holder  full  opportunity  to  be 
heard  in  defense. 

Section  9.  Penalty  for  Violation.  Any  person  who  shall  con- 
duct a  foreign  language  §chool,  or  who  shall  teach  in  a  foreign  lan- 
guage school,  contrary  to  the  provisions  of  this  act,  or  who  shall 
violate  any  of  the  terms  hereof,  or  of  the  regulations  or  orders  of 
the  department,  shall  be  guilty  of  a  misdemeanor,  and  upon  convic- 
tion thereof  punished  by  fine  not  to  exceed  $25. 

Section  10.  Date  Effective.  This  act  shall  take  efifect  on  the 
first  day  of  July,  1922. 


31 


Resolution  Approving  Act  Relating  to  Foreign  Language  Schools, 
Submitted  by  Japanese  Residents,  Adopted  by  Honolulu  Cham- 
ber of  Commerce,  November  15,  1920. 

Whereas,  it  is  of  vital  importance  that  the  school  children  of  Ha- 
waii, representing  as  they  do,  many  nationalities,  should  follow  such 
courses  of  study  as  will  enable  them  to  acquire  English  as  a  com- 
mon language  and  also  to  acquire  a  knowledge  of  American  history 
and  institutions  and  the  ideals  of  democracy,  with  a.  view  to  fitting 
them  for  the  duties  and  responsibilities  of  American  citizenship ;  and 

Whereas,  some  of  the  foreign  language  schools  conducted  in  the 
Territory,  as  heretofore  administered,  and  the  courses  of  study  and 
text  books  used  therein,  tend  to  interfere  with  such  education  of  said 
children ;  be  it 

Resolved,  by  the  Chamber  of  Commerce  of  Honolulu,  that  in  the 
opinion  of  this  Chamber  it  is  against  public  interest  that  said  schools 
should  continue  to  be  conducted  in  the  manner  heretofore  prevailing; 

That,  under  the  conditions  now  existing  in  Hawaii,  it  is  not  nec- 
essary or  advisable,  in  order  to  accomplish  the  purposes  above  set 
forth,  to  abolish,  either  directly  or  indirectly,  the  teaching  of  foreign 
language  schools  in  the  Territory;  but  that  for  the  purpose  of  Amer- 
icanizing the  children  and  future  voters  of  the  Territory,  we  are  of 
the  opinion  that  all  foreign  language  schools,  their  proprietors, 
teachers,  courses  of  study,  text  books  and  administration,  should  be 
under  the  supervision  and  control  of  the  Department  of  Public  In- 
struction of  the  Territory ; 

That  it  is  the  opinion  of  this  Chamber  that  a  law  granting  such 
supervision  and  control,  along  the  lines  of  the  draft  hereto  attached 
(being  that  submitted  by  certain  Japanese  residents),  will  ade- 
quately meet  the  present  situation  and  accomplish  the  desired  object; 

That  a  copy  of  these  resolutions,  together  with  a  copy  of  said 
draft,  be  sent  to  the  Governor  and  to  the  Senate  and  House  of  Rep- 
resentatives of  the  Territory. 


THIS  BOOK  IS  DUE  ON  THPT. 

STAMPED  EEj^V'S'^  DATE 

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